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All Journal Journal of Innovation and Research in Primary Education Jurnal Manajemen Pendidikan Islam International Journal of Educational Narratives
Taufani C Kurniatun
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Excellence in Education and Strategic Promotion in Strengthening the Image of SDN Ekologi Kahuripan Pajajaran through 7P Integration Rika Aryanti; Danny Meirawan; Taufani C Kurniatun; Eka Prihatin
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3564

Abstract

Abstract This study aims to analyze the strengthening of school image through the integration of the marketing mix of educational services (7P) by linking program excellence and strategic promotion. The study was carried out at SDN Ecology Kahuripan Pajajaran, Purwakarta Regency, West Java, Indonesia. The approach used is qualitative descriptive with a case study design with phenomenological elements. Primary data was obtained from school principals, teachers, education staff, students, and parents/committee representatives; Secondary data comes from school profiles, vision-mission, program archives, and promotional media. Data collection was carried out through semi-structured interviews, observation of learning activities and the physical environment, as well as documentation; The research instrument includes interview guidelines, observation sheets, and document checklists. Data analysis uses the Miles and Huberman interactive model (reduction, presentation, verification), while the validity of the data is maintained through triangulation of sources, member checking, and peer debriefing. The findings show that all elements of the 7P are mutually reinforcing: ecological character programs as a differentiation (product), BOS-based non-levied education (price), large land as a natural laboratory (place), digital promotion and parent networking (promotion), leadership and example of teachers as brand agents (people), consistent branding process (process), and physical evidence of facilities and student work (physical evidence). It was concluded that the image of the school was formed mainly from the consistency of the service experience, not just promotion. The implication is that image management needs to be positioned as an integrated service system. It is recommended to strengthen periodic evaluations, website optimization, and facility sustainability strategies as well as non-levy funding mitigation. continuously in school.
Implementation Implementing JURASIC-Based Academic Supervision at SDN 1 Cilumber, West Bandung Regency Kartini Nurhidayah; Diding Nurdin; Nugraha Suharto; Taufani C Kurniatun; Nurdin
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 2 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i2.399

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Academic supervision is an important strategy for improving instructional quality and teacher professionalism in elementary schools. However, supervision practices often remain administrative and provide limited opportunities for reflective learning and professional growth. This study aimed to analyse the implementation of JURASIC-based academic supervision through reflective journaling and dialogic coaching at SDN 1 Cilumber, West Bandung Regency. A qualitative approach with an intrinsic case study design was employed. Participants included the principal and teachers involved in the JURASIC supervision program. Data were collected through in-depth interviews, classroom observations, reflective journals, and supervision documents, and were analysed using data reduction, data display, and conclusion drawing techniques, supported by source and method triangulation. The findings revealed that JURASIC-based supervision enhanced teachers’ reflective awareness, pedagogical competence, instructional planning, and classroom practices. Reflective journaling encouraged teachers to critically evaluate their teaching experiences and identify improvement strategies, while dialogic coaching facilitated constructive feedback, reflective dialogue, and collaborative problem-solving. In addition, the program contributed to the development of a collaborative professional learning culture within the school. Several challenges were identified, including limited supervision time, differences in teachers’ reflective writing abilities, and the need for consistent follow-up activities. The study concludes that integrating reflective journaling and coaching into academic supervision provides a contextual, reflective, and collaborative approach to strengthening teacher professionalism. Therefore, schools are encouraged to institutionalise reflective and coaching-based supervision as part of sustainable professional development programs
Production-Embedded Curriculum Enactment and Meaning-Making in Teaching Factory: An Interpretive Case Study of Shrimp Aquaculture Vocational Education in Indonesia Dani Darmawan; Dedy Achmad Kurniady; Aan Komariah; Taufani C Kurniatun
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.4205

Abstract

Background. Teaching Factory has been widely promoted as a strategy for strengthening school–industry linkages in vocational education, yet it is often understood primarily through competency alignment and procedural replication. In production-intensive sectors such as shrimp aquaculture, curriculum relevance depends not only on formal alignment but also on learners’ participation in real production systems shaped by technological standards, biological cycles, quality regimes, contractual arrangements, and market timing. Purpose. This study examines how Teaching Factory functions as a production-embedded mechanism of curriculum enactment in an Indonesian vocational secondary school located within a shrimp aquaculture ecosystem. Method. An interpretive qualitative case study design was employed. Data were collected through semi-structured interviews, direct observations, and institutional document analysis conducted across one complete shrimp cultivation cycle. Results. The findings show that the Teaching Factory operates as an embedded production and economic unit rather than a simulated workshop. Curriculum standards are enacted through full-cycle shrimp cultivation, distributed school–industry roles, technological upgrading, contractual harvesting arrangements, and market-based quality requirements. Curriculum relevance is therefore produced through operational embeddedness rather than formal alignment alone. Conclusion. By conceptualizing Teaching Factory as a mediating infrastructure between curriculum policy, industry governance, technological practice, and regional commodity production, this study contributes to vocational curriculum scholarship and offers a context-sensitive account of curriculum relevance in production-intensive TVET settings.
Co-Authors Aan Komariah Dani Darmawan Danny Meirawan Dedy Achmad Kurniady Diding Nurdin, Diding Eka Prihatin Kartini Nurhidayah Nugraha Suharto Nurdin Rika Aryanti